The Effect of Empowerment on Physical Education Teachers' Self-efficacy and Job Performance

The purpose of this study was to investigate the effect of empowerment on self-efficacy and job performance of physical education teachers. The research method was quantitative and the target population of the study consisted of 27530 physical education teachers in the country. Using Krejcie and Morgan sampling table, 380 physical education teachers, 188 male and 192 female, were selected as the sample population. The random sampling method was one-stage cluster. To collect data from three questionnaires of empowerment of physical education teachers adapted from two questionnaires of staff empowerment of Rokni Lemoki (2013) and the questionnaire of improving job performance of staff of Awamle (2013), self-efficacy questionnaire adapted from the self-efficacy questionnaire teachers’ self-efficacy of Bandura (2006), the teachers’ job performance questionnaire was taken from the teachers' job performance questionnaire of Amin, Shah, Ayaz and Ata (2013). Data analysis was performed at both descriptive and inferential levels using SPSS21 software and LISREL8 software. The results showed that the value of standard regression coefficient between empowerment and self-efficacy of teachers is 0.56 with a significant coefficient of t = 7.02, which indicates a significant and direct effect of empowerment on self-efficacy of physical education teachers in the country. The results also showed that the standard regression coefficient between empowerment and job performance of teachers was 0.53 with a significance coefficient of t = 8.87, which also showed that empowerment had a significant and direct effect on the job performance of physical education teachers in the country. Therefore, it can be concluded that if the capabilities of physical education teachers increase, it can improve the self-efficacy and job performance of physical education teachers.